Understanding how instructors look for and adopt technology in higher education can help IT leaders develop a plan to increase the use of educational technologies on campus.
Pat is an experienced innovative leader committed to supporting faculty in transformational learning. She has led instructional designers and educational technologists in identifying new methods for helping faculty in course design. With a focus on identifying and removing barriers to faculty adoption of technology, she works with faculty and administration to support pedagogy-based use of technology in teaching and learning. Pat is a workshop facilitator and a key in designing the Purdue IMPACT program as well as Purdue's Interactive Course Design model, an instructional design model specifically for faculty. In a previous life, Pat facilitated the Seven Habits of Highly Effective People, Consulting Skills, Project Management, Leadership Development and other programs. She earned her BA in English from Case Western Reserve University, M.Ed. from Cleveland State University, and Ed.D. from Nova Southeastern University, focusing on adult education and educational leadership. She is an alum of the LTL program. She has presented at several ELI annual meetings, as well as many other higher education conferences.
Pat is founding partner of CDG, an organization dedicated to supporting small colleges and business with no internal IDs.
See more about Pat at https://patreids.wixsite.com/home
Having a systematic review process in place can help instructional designers and educational technologists as they consider proposals for the adoption of new teaching and learning tools.
Both edtechs and instructional designers (IDs) work with computer systems and programs, yet their actual duties differ from traditional IT tasks. The resulting confusion over what edtechs and IDs do—and how the two roles differ—is rampant, not least in the sector that needs them most: higher education.